Young
teenagers spend a lot of time in browsing the network, particularly,
the Facebook, as they find it the best form of communication mode. The
most popular mode of networking is, undoubtedly, the Facebook apart from
Twitter. It is fun to use Facebook and Twitter, but there are negative
influences if one spends too much time on them.

Social media is
becoming popular and even official communication is carried out on them
as well as personal. Yet, over usage of any media does have its impact,
both positive and negative.

Before observing the negative effects of Facebook, let us have cursory look at the positive effects of Facebook.

Positive effects of Facebook:

Improvements in moods:
As one is able to communicate with far off friends. By being in touch
with friends one feels good. Mood uplifts and one feels close to one’s
loved ones

Shyness goes away: Many teenagers go through a
phase when they do not want to interact with others. Browsing on
Facebook helps them communicate with others without interaction.
Perhaps, the interaction can be after a relationship has developed so
that the comfort levels are high when one meets each other. It is a good
forum for shy children to socialize

Permits one to develop self-identity:
Facebook is a ground for face-to-face communication which improves
self-identity. One can improves one’s communication skill and also
relate better to people

10 Negative effects of Facebook on Teens

Isolation:
One can suffer from isolation as one will tend to be glued to the
computer and move out of the house and meet people. Normal socializing
that is interacting with people is also essential. A shy child might
prefer to communicate only through Facebook only and otherwise

Putting on weight:
One may put on weight also as one will sit in front of the computer for
a long time and eat. Naturally, one will not have much exercise and
they will suffer from obesity

Abnormal symptoms: Surfing
Facebook does show abnormal symptoms among many teenagers such as
depression, excessive aggression, abnormal anxiety or even normal
anxiety. Those suffering from social anxiety tend to immerse themselves
in front of Facebook. Teenagers usual have emotional problems and are
very conscious of their self-image, their bodies and their looks. If
socially, they feel inferior they tend to avoid social interactions.
Obviously, they would like to spend hours sitting writing for the
Facebook

Bad for the eyes: Too much exposure to the
computer is bad for the eyes. Teenagers must go out and spend time in
outdoor activities and relish the fresh air, rather than remain glued to
the computer

Communication with strangers: On Facebook
communication, it is possible that one might end up building up
relationships with strangers , who can turn out to be criminals as well.
Teenagers are vulnerable and are easily susceptible to outside
influences. Their lifestyles are changing and want to build up
relationships with people who are very hi-fi in their outlook. In this
process, they try to communicate with strangers who perhaps can be very
harmful to them

Lacks emotional connection: There is lack
of emotional connectivity since one does not meet the other person.
Feelings when shared in person have more impact than on Facebook. The
feelings of care and warmth are there when the communication is face to
face. There is a decrease in face-to face communication. Face-to- face
communication helps better messaging

Promotes laziness: Sitting in front of computer and browsing through Facebook can lead to laziness. It is a sheer waste of time

Causes distractions:
Browsing Facebook does distract one’s mind from many other activities.
One can be involved in constructive activities that keeps one’s mind
healthy. Merely spending hours on Facebook and conversing via it is not
healthy

Lack of body language communication: Body
language conveys a lot. In Facebook browsing there is no body language
communication as one does not interact with another person

Unhealthy sex approach:
On Facebook one tends to communicate on unhealthy sexual practices.
There is no healthy sexual interaction as one is not meeting each other
physically. Merely communicating via Facebook can prove to be
detrimental to one’s overall self-image and also to mental growth.
Perverted practices can be discussed or the person on the other side may
be a pervert and wants to communicate sexually. Later on he or she may
take undue advantage of the person’s weaknesses and try to meet the
person

It is but natural that Facebook can have a positive
effect as well as negative effect. Definitely, one must be careful of
the negative impact of Facebook.

Wednesday, September 7, 2016

We live in days when we cannot ignore the effects of technology on education. Technology has and changes the way teachers teach and students learn. For some educators who may wish to use technology in their teaching, the challenge is how does one best use the available technologies? What of the skills to use the technology? In some cases students are more conversant with technology than their teachers. "Most questions about Information and Communication Technologies (ICT) in education have shifted from how to use technologies to understanding how to teach and learn with technologies. While there is an increasing recognition of the role of ICT in transforming both the teaching and learning practices, the lack of pedagogical knowledge among educators and practitioners is the foremost reason why emerging technologies remain unexplored in education or under utilised.

The other challenge is the inadequate theorisation of the phenomenon of teaching with ICT as opposed to teaching ICT. This is particularly pronounced in the education systems in developing nations where much focus of ICT in education has tended to emphasise technologies that institutions provide (e.g. computers) which student do not often personally own. Thus, this postgraduate programme, jointly offered by the School of Education and the Centre for Educational Technology, and facilitated by some the leading experts in the field is one of the programmes of its kind in Africa aimed at addressing the said educational conundrum" (University Of Cape Town, 2016).

The University of Cape Town through the School of Education offers a 1 year Postgraduate Diploma in Educational Technology which could be useful to educators wishing to gain knowledge and skills in the use of educational technology. The primary objective of the Postgraduate Diploma in Educational Technology as outlined on the website is to provide potential and practicing educators, corporate trainers, and anyone responsible to e-Learning with an opportunity to understand the effects that any use of emerging technologies have on the practice of learning, and how pedagogies need to be aligned to ensure positive learning outcomes. Thus, the programme responds to the challenges and opportunities of the 21st Century education in developing nations through the lens of global trends.

The programme comprises four courses, each of which must be completed.

Scholarships

Competitive scholarships, courtesy of the Centre for Innovation in Learning and Teaching (CILT) through generous support of the Carnegie and Mellon foundations, are available to students who are citizens of an African nation (Terms & Conditions apply). Please contact Ms Wilma Adams (email: wilma.adams@uct.ac.za) for application forms/procedure.

(PLEASE note that you apply to UCT and for the Carnegie/Mellon Scholarship separately. The Scholarship is a departmental initiative and is dependent on UCT admission granting us your application qualification.

Application Procedure

To make a formal application you need to complete the UCT application for postgraduate admission on or before the 31 October. Please follow the links below and complete the forms with the greatest care to detail.

When you have completed these forms, and submitted the forms with supporting documents online, please ensure that hard-copies of your certified qualifications are timeously submitted to the Admissions Office as they need to conduct thorough verification of qualification procedures. Please do not hesitate to contact the Admissions Office (021) 650 2128 or Admissions-pg@uct.ac.za timeously should you experience any problems with your application procedure.

Please ensure that your formal application to the postgraduate programme at UCT is as complete, clear and unambiguous as possible as your application will be judged on this to determine if it is added to the short-list or not. Short-listed candidates will be asked to complete a pre-admission task and contacted for Skype interviews in November 2015. The grading committee will make recommendations to the postgraduate office who will notify applicants regarding the outcome of their application.

Closing Date:31 October 2016

Please consult the Stream Leader Associate Prof Dick Ng'ambi for any queries relating to these programmes.

Saturday, September 3, 2016

Learning through Open and Distance Learning has been considered by some as not a viable way of learning. Some still think that (real) learning only takes place in a face-to-face classroom situation with a teacher using board and chalk (or PowerPoint slides). So to begin to talk of Open and Distance Learning in a Technical and Vocational Education and Training context would appear to suggest that the person talking of such has taken leave of their senses. But that is not the case. Learning can take place using ODL in Technical and Vocational Education and Training. It not only can but is taking place.

It must be noted that some of the learners that seek to learn new skills are self-employed or employed in an organisation where taking off time for long periods of 1-3 years is not practical. In addition, these learners have practical work experience and would like to upgrade their knowledge and skills in a changing working environment. Therefore, learning using open and distance learning provides the best means of doing so. If we bear in mind the affordances that technology affords the teacher and learner, then we realise that simulation of what takes place in the working place can be demonstrated using technology by watching videos for example. Let me give an example of learning how to prepare nshima (maize porridge or pap as it is called in some Southern African nations). One can learn how to cook nshima by watching a Youtube video. That person needs the knowledge of how to search for information on the Internet and some knowledge of cooking. Could we argue that such practical skills can one be learnt in a face-to-face learning environment? Haven’t you the reader learnt some things which you have viewed online?

Are we saying then that there is no need for face-to-face learning in a Technical and Vocational Education and Training context? The need is there. Many will learn that way. But for some learners it may not be the most practical way to learn due to many reasons as explained above. Therefore distance learning, flexible learning and eLearning are viable learning pathways to take which ensure that authentic leaning is taking place.

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